The extent of student teacher acquisition in the faculties of education at the University of Hodeidah Lesson planning, implementation and evaluation competencies

Abstract

The aim of the research is to:

Knowing the extent to which the student teacher in the faculties of education at the University of Hodeidah has acquired the competencies of lesson planning, implementation and evaluation.

Knowing if there is any difference attributable to the college.

Presenting a vision to the officials of preparing teacher preparation programs in the faculties of education about the reality of student teachers in planning, implementing and evaluating the lesson.

Presenting a number of recommendations and suggestions in the field of lesson planning, implementation and evaluation according to the results of the research.

These goals were achieved through the following measures:

The design of the research tool represented by the questionnaire, which consisted of three axes:

First, lesson planning.

Second: the focus of the implementation of the lesson.

Third: the focus of the lesson evaluation.

Each axis included several competencies, and after adjusting the questionnaire, and ensuring its validity and stability, it was applied to the research sample, which consisted of (214) students. From the College of Education in Al-Hodeidah (137) students, and from the College of Education and Applied Sciences in Barima (77) students - in the departments of Quranic sciences, Arabic language and English in the two colleges.

The researcher used the descriptive approach, and in analyzing the data the program (spss)

- The results resulted in a low acquisition of the student teacher's competencies for lesson planning, implementation and evaluation. The results for the axes were as follows:

- Lesson planning axis, the sample obtained (57%).

The focus of the lesson implementation, the sample obtained (56%).

The focus of the lesson evaluation, the sample obtained (53%). The general percentage of the sample's weakness in acquiring the competencies of lesson planning, implementation and evaluation (55%).

This weakness may be attributed to a number of reasons, the most important of which are:

The lack of interest in it on the part of the teaching staff when they teach the subject of Teaching Methods.

The lack of training of students on these competencies while performing the practical education courses (1) and (2).

Assigning supervision of practical education to non-educational specialists.